Proficiency: Students will identify the structure being used and the "why" behind the structure and will be able to use the structure to comprehend the text.
Assessment:
Date
Step A: Preparing for the Data Team Process
Step 1 Collect & Chart Data
Step 2 Analyze Strengths & Obstacles
Step 3 Establish Goals: Set, Review, Revise
Step 4 Select Instructional Strategies
Step 5 Determine Results Indicators
Next Steps
11/24
End goal 60%!
Specific teaching materials tied to the stated essential learning. Focused on these materials in guided reading and as a double dose in RtI. Materials gathering was valuable.
Moved a student out of ESL as a result.
Also re-grouped on skills vs. just score based.
Signal words played a big role.
Some students did not read thoroughly but did understand the concepts.
Fountas and Pinnell.
11/3
Cause/effect
Compare/contrast
Problem/solution
For cause/effect, use a t-chart of other similar organizer for students to capture information as they read. They can then use then information to determine what is alike and what is different.
Use the poster maker to create anchor charts for compare/contrast & cause/effect. Research organizer for problem solution.
Student work from a chosen lesson.
Model t-chart organizer for cause-effect. Make posters. Select an example of student work to bring to the next meeting.
10/20
Due to discipline problems, only a small amount of instruction occurred.
10/13
Reworked pre-assessment to reflect the structure of non-fiction texts. Visited the book room and selected titles addressing cause/effect & problem/ solution.
See separate sheet.
Strengths: Time order
Obstacles:
Problem and solution. Compare & contrast; Cause and effect.
0% to 38% on November 24th
Utilize Benchmark book room to select books on compare/contrast & cause/effect.
Begin instructing on one of the selected structures using strategies shown in the Benchmark books. Collect formative data to bring to the next data team meeting.
10/6
Examined pre-assessment to see correlation with definition of proficiency.
Reexamine essential learning and determine whether to administer a new pre-assessment.
Don Diehl
Unit 2 Reading: Nonfiction
Timeframe: September 20th to October 14th
DPS Calendar
Essential Learning: Nonfiction Text Structures
Proficiency: Students will identify the structure being used and the "why" behind the structure and will be able to use the structure to comprehend the text.
Assessment:
Preparing for the
Data Team Process
Collect & Chart Data
Analyze Strengths
& Obstacles
Establish Goals:
Set, Review, Revise
Select
Instructional Strategies
Determine
Results Indicators
Moved a student out of ESL as a result.
Also re-grouped on skills vs. just score based.
Signal words played a big role.
Some students did not read thoroughly but did understand the concepts.
Fountas and Pinnell.
Compare/contrast
Problem/solution
For cause/effect, use a t-chart of other similar organizer for students to capture information as they read. They can then use then information to determine what is alike and what is different.
Use the poster maker to create anchor charts for compare/contrast & cause/effect. Research organizer for problem solution.
Obstacles:
Problem and solution. Compare & contrast; Cause and effect.